Currently, the color-blind perspective is widespread in schools, as evident in formal policies and practices, as well as informal social norms (Gillborn, 1992; Sleeter, 2004). Since race is often perceived as a taboo topic in education, proponents of colorblindness ignore the existence of race and the devastating impact of racial injustice in education (Milner, 2010; Tatum, 2007). Anti-racist curriculum combats colorblindness by directly teaching students about race and exposes the Eurocentrism in American public education. This study investigates predominantly White sixth grade students' reflections after explicit lessons discussing colorblindness, the social construction of racial categories, racism, and racial identities. Initial findings indicate middle school students' are eager to develop a more sophisticated understanding of race, racism, and societal implications.